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William G Gravitt J H School in Denver City, TX
(06-08 • Public • Regular School)

City-data.com school rating (using weighted test average as compared to other schools in Texas) from 0 (worst) to 100 (best) is 42
Address
 419 MUSTANG AVE
Denver City, TX 79323
Telephone
(806) 592-5940
(make sure to verify first before calling)
Website
http://www.dcisd.org
City-data.com school rating
42
Students
354
Classroom Teachers (FTE)
28.5
Free lunch eligible students
168
Reduced-price lunch
eligible students
25
School district
DENVER CITY ISD
Charter school
No
Title I status
Title I schoolwide eligible school-No program
Magnet School Indicator
No
Shared Time Indicator
Missing
Adult education offered
No

Ratings

This school rating compared to other nearby schools ratings:
PLAINS H S (15.3 miles):

74
KELLEY EL (0.8 miles):

66
SEMINOLE H S (19.6 miles):

51
SEAGRAVES SCHOOLS (15.5 miles):

42
William G Gravitt J H School:

42
PLAINS MIDDLE (15.3 miles):

40
DENVER CITY H S (0.2 miles):

35
PLAINS EL (15.3 miles):

17
William G Gravitt J H School rating compared to average state, county and city schools ratings:
Texas:

54
Yoakum County:

46
Denver City:

48
William G Gravitt J H School:

42

Students & Teachers


Total enrollment:
Enrollment in 2016: 354
Enrollment in 2015: 361
Enrollment in 2014: 373
Enrollment in 2013: 398
Enrollment in 2012: 372
Enrollment in 2011: 298
Enrollment in 2010: 287
Enrollment in 2009: 281
Enrollment in 2008: 313
Enrollment in 2007: 306
Enrollment in 2006: 291
Enrollment in 2005: 278
Enrollment in 2004: 253
Enrollment in 2003: 194
Enrollment in 2002: 208
Enrollment in 2001: 214
Enrollment in 2000: 253
Enrollment in 1999: 239

William G Gravitt J H School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeG06G07G08Total
All students115125114354
Female students536257172
Male students626357182
American Indian/Alaska Native students - 2 - 2
Hispanic students939690279
Black students2 - - 2
White students18262468
Two or More Races students21 - 3

Enrollment by grade:
6th grade enrollment: 115
7th grade enrollment: 125
8th grade enrollment: 114

William G Gravitt J H School - Historical enrollment by grade


Enrollment by gender:
(State average from 9,864 schools)
Female enrollment: 172 (48.6%)
School:

48.6%
Texas:

49.0%
Male enrollment: 182 (51.4%)
William G Gravitt J H School:

51.4%
Texas:

50.1%

William G Gravitt J H School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 9,864 schools)
American Indian/Alaska Native enrollment: 2 (0.6%)
William G Gravitt J H School:

0.6%
Texas:

0.4%
Hispanic enrollment: 279 (78.8%)
School:

78.8%
Texas:

46.9%
Black enrollment: 2 (0.6%)
Here:

0.6%
Texas:

11.6%
White enrollment: 68 (19.2%)
School:

19.2%
Texas:

32.3%
Two or More Races enrollment: 3 (0.8%)
William G Gravitt J H School:

0.8%
State:

2.1%

William G Gravitt J H School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 8,545 schools)
Free/reduced-price lunch eligible students: 193 (54.5%)
Here:

54.5%
State:

61.6%
Free lunch eligible students: 168 (47.5%)
William G Gravitt J H School:

47.5%
State:

55.4%
Reduced-price lunch eligible students: 25 (7.1%)
William G Gravitt J H School:

7.1%
Texas:

6.2%

William G Gravitt J H School - Lunch Program Eligibility


Teachers and support:
(State average from 9,601 schools)
Classroom Teachers (FTE): 28.5

Number of FTE teachers in their first year of teaching: 1
Number of FTE school counselors: 1
Number of FTE teachers who were absent more than 10 school days during the school years: 12

Student/Teacher Ratio
School:

12.4
State:

15.6

William G Gravitt J H School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $1,529,721
  • Full-time Equivalency Count of Teachers: 27.5 (Salary Expenditures: $1,312,891)
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $95,505)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $138,500)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $243,736
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $1,546,895
  • Full-time Equivalency Count of Instructional Aides: 5 (Salary Expenditures: $95,505)
  • Full-time Equivalency Count of School Administration Staff: 2 (Salary Expenditures: $138,500)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $247,722

Limited English Proficiency:
Show data for
Students Enrolled in LEP Programs: 49 (male: 23, female: 26)
  • Hispanic: 49 (male: 23, female: 26)

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.
Students with disabilities served under IDEA: 17 (male: 13, female: 4)
  • Hispanic: 17 (male: 13, female: 4)

    Students with disabilities served under Section 504

  • Hispanic13
  • Native Hawaiian2
  • White10
  • LEP4
Students with disabilities served under Section 504: 25 (male: 16, female: 9)
  • Hispanic: 13 (male: 8, female: 5)
  • Native Hawaiian / Pacific Islander: 2 (all female)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 4 (male: 2, female: 2)

Gifted and Talented:
Show data for

(State average from 7,254 schools)
This school has students enrolled in one or more gifted/talented programs
Gifted/talented programs are programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.
Gifted and Talented Student Enrollment: 16 (male: 9, female: 7)
  • Hispanic: 7 (male: 5, female: 2)
  • Native Hawaiian / Pacific Islander: 2 (all male)
  • White: 7 (male: 2, female: 5)

Gifted and Talented Student Enrollment per 1,000 students
Here:

45.2
State:

79.4

Statewide Student Assessments


State of Texas Assessments of Academic Readiness:
Show data for

(State average from 2,606 schools)
The State of Texas Assessments of Academic Readiness, or STAAR, is the state testing program that was implemented in the 2011-2012 school year. The Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB) and Texas educators, developed the STAAR program in response to requirements set forth by the 80th and 81st Texas legislatures. STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state - mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS). Every STAAR question is directly aligned to the TEKS currently implemented for the grade / subject or course being assessed. The STAAR program includes STAAR and STAAR Spanish.
6th Grade

    Math Average Scale Score
    (6th Grade)

  • All1,578
  • Males1,575
  • Females1,583
  • Hispanic1,575
  • White1,598
Math Average Scale Score:

1,578
Texas:

1,546
Math students tested: 108
Math # Answer Documents Submitted: 108

Math Avg Items Correct:
  • Reporting Category 1: 4.8 (48%)
  • Reporting Category 2: 6.6 (44%)
  • Reporting Category 3: 2.7 (45%)
  • Reporting Category 4: 2.9 (42%)

Did Not Meet Grade Level Performance: 37%
Approaches Grade Level Performance: 41%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 4%

37%
41%
18%
4%
Males: (Average Scale Score: 1,575, Tested: 58, Did Not Meet Grade Level Performance: 40%, Approaches: 39%, Meets: 18%, Masters: 3%)
40%
39%
18%
3%
Females: (Average Scale Score: 1,583, Tested: 50, Did Not Meet Grade Level Performance: 34%, Approaches: 42%, Meets: 20%, Masters: 4%)
34%
42%
20%
4%
Hispanic: (Average Scale Score: 1,575, Tested: 91, Did Not Meet Grade Level Performance: 36%, Approaches: 43%, Meets: 19%, Masters: 2%)
36%
43%
19%
2%
White: (Average Scale Score: 1,598, Tested: 17, Did Not Meet Grade Level Performance: 41%, Approaches: 30%, Meets: 17%, Masters: 12%)
41%
30%
17%
12%

    Reading Average Scale Score
    (6th Grade)

  • All1,559
  • Males1,552
  • Females1,568
  • Hispanic1,552
  • White1,599
Reading Average Scale Score:

1,559
Texas:

1,457
Reading students tested: 108
Reading # Answer Documents Submitted: 108

Reading Avg Items Correct:
  • Reporting Category 1: 5 (62%)
  • Reporting Category 2: 11.6 (68%)
  • Reporting Category 3: 8.5 (57%)

Did Not Meet Grade Level Performance: 36%
Approaches Grade Level Performance: 37%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 9%

36%
37%
18%
9%
Males: (Average Scale Score: 1,552, Tested: 58, Did Not Meet Grade Level Performance: 40%, Approaches: 32%, Meets: 21%, Masters: 7%)
40%
32%
21%
7%
Females: (Average Scale Score: 1,568, Tested: 50, Did Not Meet Grade Level Performance: 32%, Approaches: 42%, Meets: 14%, Masters: 12%)
32%
42%
14%
12%
Hispanic: (Average Scale Score: 1,552, Tested: 91, Did Not Meet Grade Level Performance: 38%, Approaches: 39%, Meets: 14%, Masters: 9%)
38%
39%
14%
9%
White: (Average Scale Score: 1,599, Tested: 17, Did Not Meet Grade Level Performance: 24%, Approaches: 29%, Meets: 35%, Masters: 12%)
24%
29%
35%
12%
7th Grade

    Math Average Scale Score
    (7th Grade)

  • All1,640
  • Males1,637
  • Females1,643
  • Hispanic1,630
  • White1,697
Math Average Scale Score:

1,640
Texas:

1,571
Math students tested: 132
Math # Answer Documents Submitted: 132

Math Avg Items Correct:
  • Reporting Category 1: 3.4 (56%)
  • Reporting Category 2: 7.9 (53%)
  • Reporting Category 3: 6 (50%)
  • Reporting Category 4: 3.3 (47%)

Did Not Meet Grade Level Performance: 27%
Approaches Grade Level Performance: 45%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 11%

27%
45%
17%
11%
Males: (Average Scale Score: 1,637, Tested: 64, Did Not Meet Grade Level Performance: 30%, Approaches: 43%, Meets: 13%, Masters: 14%)
30%
43%
13%
14%
Females: (Average Scale Score: 1,643, Tested: 68, Did Not Meet Grade Level Performance: 24%, Approaches: 47%, Meets: 20%, Masters: 9%)
24%
47%
20%
9%
Hispanic: (Average Scale Score: 1,630, Tested: 114, Did Not Meet Grade Level Performance: 28%, Approaches: 47%, Meets: 19%, Masters: 6%)
28%
47%
19%
6%
White: (Average Scale Score: 1,697, Tested: 16, Did Not Meet Grade Level Performance: 19%, Approaches: 37%, Meets: 0%, Masters: 44%)
19%
37%
44%

    Reading Average Scale Score
    (7th Grade)

  • All1,657
  • Males1,643
  • Females1,670
  • Hispanic1,644
  • White1,747
Reading Average Scale Score:

1,657
State:

1,550
Reading students tested: 132
Reading # Answer Documents Submitted: 132

Reading Avg Items Correct:
  • Reporting Category 1: 5.3 (66%)
  • Reporting Category 2: 12.3 (69%)
  • Reporting Category 3: 10.7 (67%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 38%
Meets Grade Level Performance: 19%
Masters Grade Level Performance: 23%

20%
38%
19%
23%
Males: (Average Scale Score: 1,643, Tested: 64, Did Not Meet Grade Level Performance: 28%, Approaches: 36%, Meets: 14%, Masters: 22%)
28%
36%
14%
22%
Females: (Average Scale Score: 1,670, Tested: 68, Did Not Meet Grade Level Performance: 13%, Approaches: 40%, Meets: 22%, Masters: 25%)
13%
40%
22%
25%
Hispanic: (Average Scale Score: 1,644, Tested: 114, Did Not Meet Grade Level Performance: 24%, Approaches: 38%, Meets: 17%, Masters: 21%)
24%
38%
17%
21%
White: (Average Scale Score: 1,747, Tested: 16, Did Not Meet Grade Level Performance: 0%, Approaches: 31%, Meets: 31%, Masters: 38%)
31%
31%
38%

    Writing Average Scale Score
    (7th Grade)

  • All3,885
  • Males3,837
  • Females3,930
  • Hispanic3,839
  • White4,181
Writing Average Scale Score:

3,885
State:

3,515
Writing students tested: 132
Writing # Answer Documents Submitted: 132

Writing Avg Items Correct:
  • Reporting Category 1: 8.2 (51%)
  • Reporting Category 2: 9 (69%)
  • Reporting Category 3: 12.8 (75%)

Did Not Meet Grade Level Performance: 20%
Approaches Grade Level Performance: 35%
Meets Grade Level Performance: 37%
Masters Grade Level Performance: 8%

20%
35%
37%
8%
Males: (Average Scale Score: 3,837, Tested: 64, Did Not Meet Grade Level Performance: 22%, Approaches: 39%, Meets: 31%, Masters: 8%)
22%
39%
31%
8%
Females: (Average Scale Score: 3,930, Tested: 68, Did Not Meet Grade Level Performance: 18%, Approaches: 31%, Meets: 42%, Masters: 9%)
18%
31%
42%
9%
Hispanic: (Average Scale Score: 3,839, Tested: 114, Did Not Meet Grade Level Performance: 22%, Approaches: 36%, Meets: 36%, Masters: 6%)
22%
36%
36%
6%
White: (Average Scale Score: 4,181, Tested: 16, Did Not Meet Grade Level Performance: 6%, Approaches: 31%, Meets: 38%, Masters: 25%)
6%
31%
38%
25%
8th Grade

    Math Average Scale Score
    (8th Grade)

  • All1,709
  • Males1,698
  • Females1,724
  • Hispanic1,703
  • White1,717
Math Average Scale Score:

1,709
Texas:

1,539
Math students tested: 115
Math # Answer Documents Submitted: 115

Math Avg Items Correct:
  • Reporting Category 1: 2.8 (70%)
  • Reporting Category 2: 9.7 (61%)
  • Reporting Category 3: 10.2 (68%)
  • Reporting Category 4: 4.6 (66%)

Did Not Meet Grade Level Performance: 12%
Approaches Grade Level Performance: 36%
Meets Grade Level Performance: 42%
Masters Grade Level Performance: 10%

12%
36%
42%
10%
Males: (Average Scale Score: 1,698, Tested: 64, Did Not Meet Grade Level Performance: 19%, Approaches: 37%, Meets: 35%, Masters: 9%)
19%
37%
35%
9%
Females: (Average Scale Score: 1,724, Tested: 51, Did Not Meet Grade Level Performance: 4%, Approaches: 33%, Meets: 53%, Masters: 10%)
4%
33%
53%
10%
Hispanic: (Average Scale Score: 1,703, Tested: 93, Did Not Meet Grade Level Performance: 12%, Approaches: 35%, Meets: 48%, Masters: 5%)
12%
35%
48%
5%
White: (Average Scale Score: 1,717, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 39%, Meets: 16%, Masters: 28%)
17%
39%
16%
28%

    Reading Average Scale Score
    (8th Grade)

  • All1,658
  • Males1,640
  • Females1,681
  • Hispanic1,643
  • White1,701
Reading Average Scale Score:

1,658
Texas:

1,561
Reading students tested: 115
Reading # Answer Documents Submitted: 115

Reading Avg Items Correct:
  • Reporting Category 1: 5.4 (68%)
  • Reporting Category 2: 13.1 (69%)
  • Reporting Category 3: 10.8 (64%)

Did Not Meet Grade Level Performance: 24%
Approaches Grade Level Performance: 44%
Meets Grade Level Performance: 17%
Masters Grade Level Performance: 15%

24%
44%
17%
15%
Males: (Average Scale Score: 1,640, Tested: 64, Did Not Meet Grade Level Performance: 34%, Approaches: 36%, Meets: 16%, Masters: 14%)
34%
36%
16%
14%
Females: (Average Scale Score: 1,681, Tested: 51, Did Not Meet Grade Level Performance: 12%, Approaches: 53%, Meets: 19%, Masters: 16%)
12%
53%
19%
16%
Hispanic: (Average Scale Score: 1,643, Tested: 93, Did Not Meet Grade Level Performance: 27%, Approaches: 46%, Meets: 15%, Masters: 12%)
27%
46%
15%
12%
White: (Average Scale Score: 1,701, Tested: 18, Did Not Meet Grade Level Performance: 17%, Approaches: 33%, Meets: 28%, Masters: 22%)
17%
33%
28%
22%

    Science Average Scale Score
    (8th Grade)

  • All3,652
  • Males3,643
  • Females3,664
  • Hispanic3,615
  • White3,752
Science Average Scale Score:

3,652
Texas:

3,634
Science students tested: 115
Science # Answer Documents Submitted: 115

Science Avg Items Correct:
  • Reporting Category 1: 5.7 (52%)
  • Reporting Category 2: 5.3 (59%)
  • Reporting Category 3: 5.9 (54%)
  • Reporting Category 4: 6.9 (63%)

Did Not Meet Grade Level Performance: 47%
Approaches Grade Level Performance: 29%
Meets Grade Level Performance: 18%
Masters Grade Level Performance: 6%

47%
29%
18%
6%
Males: (Average Scale Score: 3,643, Tested: 64, Did Not Meet Grade Level Performance: 50%, Approaches: 23%, Meets: 19%, Masters: 8%)
50%
23%
19%
8%
Females: (Average Scale Score: 3,664, Tested: 51, Did Not Meet Grade Level Performance: 43%, Approaches: 35%, Meets: 18%, Masters: 4%)
43%
35%
18%
4%
Hispanic: (Average Scale Score: 3,615, Tested: 93, Did Not Meet Grade Level Performance: 49%, Approaches: 29%, Meets: 18%, Masters: 4%)
49%
29%
18%
4%
White: (Average Scale Score: 3,752, Tested: 18, Did Not Meet Grade Level Performance: 44%, Approaches: 28%, Meets: 17%, Masters: 11%)
44%
28%
17%
11%

    Social Studies Average Scale Score
    (8th Grade)

  • All3,579
  • Males3,617
  • Females3,531
  • Hispanic3,517
  • White3,791
Social Studies Average Scale Score:

3,579
Texas:

3,461
Social Studies students tested: 115
Social Studies # Answer Documents Submitted: 115

Social Studies Avg Items Correct:
  • Reporting Category 1: 8.6 (51%)
  • Reporting Category 2: 5.5 (55%)
  • Reporting Category 3: 5.4 (54%)
  • Reporting Category 4: 3.5 (50%)

Did Not Meet Grade Level Performance: 52%
Approaches Grade Level Performance: 31%
Meets Grade Level Performance: 7%
Masters Grade Level Performance: 10%

52%
31%
7%
10%
Males: (Average Scale Score: 3,617, Tested: 64, Did Not Meet Grade Level Performance: 48%, Approaches: 29%, Meets: 12%, Masters: 11%)
48%
29%
12%
11%
Females: (Average Scale Score: 3,531, Tested: 51, Did Not Meet Grade Level Performance: 57%, Approaches: 33%, Meets: 2%, Masters: 8%)
57%
33%
2%
8%
Hispanic: (Average Scale Score: 3,517, Tested: 93, Did Not Meet Grade Level Performance: 58%, Approaches: 30%, Meets: 6%, Masters: 6%)
58%
30%
6%
6%
White: (Average Scale Score: 3,791, Tested: 18, Did Not Meet Grade Level Performance: 28%, Approaches: 39%, Meets: 16%, Masters: 17%)
28%
39%
16%
17%

Health & Safety


Referrals and Arrests:
Show data for

(State average from 1,516 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 2 (all male)
  • Hispanic: 2

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
William G Gravitt J H School:

5.6
Texas:

5.4
Students with disabilities who received a school-related arrest: 2 (all male)
  • Hispanic: 2

Students with disabilities who received a school-related arrest per 1,000 students
School:

5.6
State:

4.1

Chronic Student Absenteeismt:
Show data for

(State average from 7,777 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic37
  • White13
  • LEP2
  • IDEA2
  • 50410
Chronic Student Absenteeism: 50 (male: 31, female: 19)
  • Hispanic: 37 (male: 23, female: 14)
  • White: 13 (male: 8, female: 5)
  • Limited English Proficiency (LEP): 2 (all male)
  • Individuals With Disabilities Education Act (IDEA): 2 (all male)
  • Section 504: 10 (male: 5, female: 5)
Chronic Student Absenteeism per 1,000 students
William G Gravitt J H School:

141.2
State:

147.9

Restraint and Seclusion:
Show data for

(State average from 2,148 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 2 (all male)
  • Hispanic: 2

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
William G Gravitt J H School:

5.6
Texas:

6.8

Suspensions:
Show data for

(State average from 3,231 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.
School days missed due to out-of-school suspension: 1 (all male)
  • Hispanic: 1
  • Individuals With Disabilities Education Act (IDEA): 1
  • Section 504: 1

    Students without disabilities receiving one or more in-school suspension

  • Hispanic16
  • American Indian2
  • White10
  • LEP7
Students without disabilities receiving one or more in-school suspension: 28 (male: 24, female: 4)
  • Hispanic: 16 (male: 14, female: 2)
  • American Indian / Alaska Native: 2 (all male)
  • White: 10 (male: 8, female: 2)
  • Limited English Proficiency (LEP): 7 (male: 5, female: 2)
Instances of out-of-school suspension (Section 504 only): 1

Instances of out-of-school suspension per 1,000 students (Section 504 only)
William G Gravitt J H School:

2.8
State:

12.0
Students with disabilities receiving one or more in-school suspension: 14 (male: 10, female: 4)
  • Hispanic: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Section 504: 10 (male: 8, female: 2)
Students with disabilities receiving only one out-of-school suspension: 2 (all male)
  • Hispanic: 2
  • Section 504: 2

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